Analyzing the Components of Place Attachment through a Semiotic Approach in the Drawings of Orphaned Children (Case Study: Care Centers of Isfahan)

Subject Areas : Wisdom and architecture

Golnaz Sattari ¹ , Shahram Taghipour ^{2 *}

1 - PhD Student, Department of Architecture, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
2 - Assistant Professor, Department of Architecture, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran

Received: 2025-02-05 Accepted : 2025-09-22 Published : 2025-07-11

Keywords: Child-Centered Architecture, Drawing Analysis, Orphaned Children , Place Attachment, Social Space, Visual Semiotics,

Abstract :

Introduction: Place attachment, a central concept in environmental psychology, significantly influences children’s emotional, cognitive, and social development. For orphaned children in institutional care, the absence of consistent family environments disrupts the natural progression of attachment to place, increasing vulnerability to alienation, insecurity, and withdrawal. These disruptions compromise not only immediate well-being but also long-term mental health, resilience, and capacity for social integration. Within this critical context, understanding the semiotic mechanisms underlying attachment and non-attachment among institutionalized children becomes essential. This research situates itself at the intersection of environmental psychology, architectural theory, and child development, focusing on decoding the visual and symbolic expressions through which children reveal their relationship to space.

Methodology: Employing a qualitative multi-method design, this study examined visual semiotic indicators of place attachment in the drawings of orphaned children from three care centers in Isfahan. The participant group consisted of thirty children aged seven to twelve, purposively sampled and balanced by gender to ensure representativeness. Primary data collection involved freehand drawing sessions, providing a non-verbal medium for expressing spatial perceptions and emotional states. These sessions were complemented by semi-structured interviews, which enriched interpretation through narrative context. Data were analyzed using a three-tiered semiotic content framework derived from Barthes and Peirce, addressing symbols, icons, and indices as interconnected layers of meaning. Coding and pattern identification were conducted systematically in MAXQDA 2022, enabling the extraction of recurring visual themes and signifiers related to spatial experiences.

Results: The analysis revealed specific motifs consistently associated with positive place attachment: detailed houses, open windows, gardens, and human figures. The use of bright, warm colors further conveyed emotional connectedness and a sense of belonging. In contrast, representations of enclosed, fragmented, or isolated spaces, frequent use of cold or muted color palettes, and rigid, heavy line work emerged as markers of detachment, anxiety, and alienation. The absence of connective spatial elements—such as doorways, pathways, or communal spaces—further emphasized perceived social and spatial isolation. These visual codes, whether in presence or absence, illuminated the nuanced ways in which children internalize and project their environmental experiences, highlighting the interdependence of spatial design, symbolic affordances, and psychological comfort.

Conclusion: The findings underscore the urgency for intentional architectural and environmental design in child care institutions, incorporating both physical characteristics and symbolic features that nurture safety, belonging, and identity. Integrating semiotic analysis with environmental psychology and child-centered design principles provides a comprehensive framework for creating emotionally supportive environments for vulnerable children. Future studies should probe the role of cultural and social contexts in shaping spatial perception and attachment, ensuring design strategies remain both evidence-based and context-sensitive

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